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Computational Thinking: Everything You Need to Know

In paraphrasing Jeannette M. Wing’s definition of computational thinking, it deals with providing solutions to complex problems, creating effective systems, and having a good understanding of how humans behave. This process involves actively utilizing the central concepts of computer science and comprises a wide assortment of intellectual tools which echo the extensiveness of computer science as a field. It is pertinent to delineate computational thinking from what it is not. For example, although it is typically confused with programming/coding, this is not the entirety of computational thinking. It is an evolving model that can even be carried out without using …

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17 Ways to Teach Students How to Move from One Math Operation to Another

Are you looking for ways to teach students to move from one math operation to the next? If so, keep reading. 1. Give the learner apps or a hand-held educational device that requires them to solve an assortment of math problems. 2. Give the learner self-checking learning materials to reinforce solving problems correctly. 3. Acknowledge quality work (e.g., display the learner’s work, congratulate the learner, etc.). 4. Minimize the amount of information on a page (e.g., fewer problems, less print, etc.) if it is causing visual distractions for the learner. 5. Minimize the number of problems on a page (e.g., …

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19 Ways to Encourage Students to Behave Appropriately in the Presence of Other Educators

Are you looking for ways to encourage students to behave appropriately in the presence of other educators? If so, keep reading. 1. Make sure that the substitute authority figure is familiar with the behavioral support system used in the classroom (e.g., rules, point system, reinforcers, etc.). 2. Connect directly with the substitute authority figure, if possible, to disseminate information that will contribute to the learner’s success. 3. Select a learner(s) to be an assistant to the substitute authority figure during the day’s learning activities (e.g., the learner(s) gives accurate information about the schedule of learning activities, behavioral support system, etc.). …

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How to Effectively Use Common Planning Time

pass or fail

In schools, common planning time refers to any period scheduled during the school day for several educators, or teams of educators, to work on grading and lesson planning. In most cases, common planning time is considered a form of professional development. Its primary purpose is to bring educators together to learn from one another and collaborate on projects to improve lesson quality and teaching effectiveness and learner achievement. These improvements result from (1) the improved communication that occurs among educators who meet and talk regularly, (2) the insights and constructive feedback that happen during professional discussions among educators, and (3) …

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The Edvocate’s Guide to Learning Outcomes

Student outcomes denote what learners will know or accomplish once they finish a class or program of study. Learning outcomes are descriptions of the capabilities, skills, and knowledge used to assess learner learning. Learning outcomes should outline what learners possess and show upon completing a learning experience or set of experiences. When creating a list of learner learning outcomes for educators to set as curriculum objectives to improve learner learning, contemplate the following recommendations: How to Build Student Learning Outcomes Choose between 3-5 learning outcomes: You should select acceptable learning outcomes to ensure learner progress can be measured without becoming …

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The Edvocate’s Guide to Developing Learning Objectives

Learning objectives are brief statements that explain what learners will be expected to learn by the end of the school year, class, unit, lesson, project, or class period. Sometimes, learning objectives are the interim educational goals that educators establish for learners who are working toward meeting more comprehensive learning standards. Defining the learning objective is complicated because educators utilize a broad variety of terms for learning objectives. These words may or may not be used synonymously from place to place. For instance, the terms student learning objective, benchmark, grade-level indicator, learning target, performance indicator, and learning standard may refer to …

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Implementing the Four Parts of Explicit Instruction

Are you a teacher who is new to explicit instruction and needs help implementing it in your classroom? Then you have come to the right place. This article will tell you how to implement the four parts of explicit instruction into your classroom. 1. Model with clear explanations. How: Explain or show the skill in the same way learners will practice it. Focus on the critical parts of the content you are teaching. Why: When expectations are clear, it takes out the guesswork from learning. Plus, some learners may need to see a model several times. To decide if that’s …

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An Overview of Explicit Instruction

Have you ever attempted to follow a new recipe, only to identify that a step is missing or unclear? Or maybe the directions had too much info for your brain to process.  The same thing can happen when your learners learn something new. Some learners can make inferences to figure out the next steps or to work through ambiguity. But for learners who learn and think differently, one unclear direction or having too many things to remember can be a deal-breaker. That’s why it’s so essential to make sure your instruction is as clear and complete as it can be. …

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